Community Outreach

Successful interviews are results of completing pre-interview tasks, such as identifying the interviewee, doing research on the topic and interviewee, choosing a location or method for the interview, and developing a list of questions. This information will help build your confidence in interviewing, along with helping negotiate a difficult interview. While you are not required to conduct the interview and/or include the information in your draft and final project, preparing for the interview will enhance your knowledge about your chosen topic.

I will find someone who has been involved in a similar idea. Since my idea is so original, I will find someone who is ideally associated with both school and volunteering in nursing homes. I do have one person in mind: she used to be a principal, is well-liked by adolescents and has a degree in child development (specializing in adolescence). As he is a popular nurse in a local medical institution and highly involved in communal and volunteer activities.

I can think of no one better than her to approach. Questions that I will ask her will include feedback on my idea as well as the type of students whom she thinks should be involved and the type of adults whom she thinks they should be exposed to. The scheme may well backtrack with some students intentionally or otherwise harassing and insensitively treating some of the elderly occupants. It needs, therefore, to be a select typology of elderly person, and I will ask this interviewee for ideas.

Furthermore, nursing homes may quite likely be reluctant to accepting my idea. It is not only the school, parents, and students whom I will have to persuade but, far more intimidating, directors of nursing homes too. I will, therefore, ask this manager for connections and references as well as the best way to approach these homes. I will ask her how to direct my program.

It may well have to be started initially as a pilot program and may have to be observed in order to assess results of the program. It will also have to be evaluated on a regular schedule and may best start off with inclusion of only one or two students. I will discuss each of these factors with the interviewee asking her, too, for further recommendations for success. Part 2) In two or three well-developed paragraphs, summarize, assess, and reflect upon 3 secondary sources related to your big idea.

At least one of these needs to present challenges and/or disagreements that you will have to acknowledge and address as you develop your argument. Compare and contrast the approaches these authors take towards this issue, and determine which sources will be helpful and why Original though it sounds, this wouldn't be the first program to introduce such an idea. Intergenerational programs are on the rise across the country, providing a place for teenagers and senior citizens to come together to share talents, resources, and support.

Stereotypes are dispelled, the teens find emotional support and welcome advice, and the seniors feel useful. This program was first introduced by MetLife Foundation and helps students and elderly people connect and help each other (PBS.) The students profit and the elderly profit, showing that there is little reason why this program cannot be introduced, in a slightly different way limited solely to the eating science for students who have behavioral problems. Generations United is another program that activated similar programs.

Generations United describes themselves as a: National membership organization focused solely on improving the lives of children, youth, and older people through intergenerational strategies, programs, and public policies. We represent more than 100 national, state, and local organizations representing more than 70 million Americans. Since 1986, Generations United has served as a resource for policymakers and the public on the economic, social, and personal imperatives of intergenerational cooperation. The institution has effectively managed to stimulate collaboration between adolescents and the elderly exposing each to the richness of each generation.

They claim that they improve the lives of children, youth and older adults (Generations United.). We can use their template to improve the lives of challenging students by exposing them to a different age range that will help them see life in a different way. Students with behavioral problems generally have emotional difficulties. The problem is that students with psychical disabilities are given attention and included, but students with emotional disabilities (of which behavioral problems are a result) appear the same as others and are, therefore, excluded.

This aggravates their situation. They need an emphatic, listening ear and someone who cares for them. They are usually not given this in the anonymity and largeness of the school setting (Hewitt). My program advocates the matching of the student with emotional difficulties to one or more elderly individuals who will take an interest in them and communicate with them.